Academic Writing in the Flipped EFL Classroom: A Case Study on Student Engagement in Oman

Academic Writing in the Flipped EFL Classroom: A Case Study on Student Engagement in Oman

Afef Ahmed Gasmi (Middle East College, Oman) and Michael Thomas (University of Central Lancashire, UK)
Copyright: © 2017 |Pages: 16
DOI: 10.4018/978-1-5225-1803-7.ch009
OnDemand PDF Download:
No Current Special Offers


During the last few years flipped classrooms have aimed to provide more authentic forms of student engagement in which learners have greater opportunity to utilise classroom time more effectively. This chapter reports on a preliminary study conducted in a private higher education institution in Oman involving 16 students enrolled in Level 3 of the English GFP (General Foundation program). It investigated the effect of the flipped model on the engagement of EFL (English as Foreign Language) learners in writing skills, focusing specifically on their cognitive, behavioural, emotional, and agentic levels of engagement. Students' self-report questionnaires and focus group interviews were used in a mixed methods approach. The results revealed that students' overall level of behavioural and emotional engagement was closely related to their cognitive engagement and agency. The chapter calls for more research on the flipped classroom in relation to writing skills as well as the need to identify strategies to help with the extra non-classroom activities required of them.
Chapter Preview


Lack of student engagement in the EFL classroom has been a concern of a number of academic studies (Kuh, Hu, & Vesper, 1997; Sheard, Carbone, & Hurst, 2010). Several authors including Al Mahrooqi (2012) and Al Seyabi and Tuzlukova (2014) have argued that academic writing constitutes a major challenge to many EFL students in Oman, and it is often perceived as a source of disengagement. Engagement is conceptualized here as a multidimensional construct which involves four primary areas, namely, emotional, behavioural, cognitive, and agentic aspects (Reeve & Tseng, 2011; Skinner & Belmont, 1993). According to Skinner and Belmont (1993) engaged students are both behaviourally involved and emotionally positive. Consequently, they invest ‘intense’ and ‘concentrated effort’ while completing learning tasks and are ‘enthusiastic,’ ‘optimistic,’ ‘curious,’ and ‘interested’ in the learning process. In addition, these students utilize ‘deep thinking skills’ which reflects a high level of cognitive engagement. Reeve, Jang, Carrell, Jeon and Barch (2004) used agentic engagement theory to describe the degree to which students with this profile deliberately and constructively contribute to their own learning over time.

Complete Chapter List

Search this Book: